1. National Board Professional Development Schools1
NATIONAL BOARD RESOURCE CENTER
AT ILLINOIS STATE UNIVERSITY
OCTOBER 13,2017
PRESENTERS:
DEBBIE KASPERSKI, DIRECTOR
DR. ANNA QUINZIO-ZAFRAN, NBCT
LORI ABBOTT, NBCT
FUNDED BY:
On screen as participants enter
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

2. Welcome and Introductions2
Debbie
Lori and Anna introduce themselves
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

3. Linda Johnson-McClinton
INTRODUCTIONS
School Cohorts
Administrators
Teacher Liaisons
NBCT Facilitators
Elementary SD #59
Matteson
Cohort #1
Linda Johnson-McClinton
Kristin Mathews
Katherine Polk, NBCT
Cohort #2
Vincent Payne
Kathleen Albertino
Christine Pulgar, NBCT
North Chicago SD #187
Kathleen Kelly Colgan
Suzanne Bauman
Valerie Pientka, NBCT
Springfield SD #186
Kathy Hulcher
Katrina Westfall
Nickie Harris, NBCT
Waukegan SD #60
Amanda Patti
Tom Bozik
Leigh Sapp, NBCT

4. AGENDA 4 Debbie Logistics •Restrooms
•Parking garage / hotel card key / parking passes
•Wifi directions
•Hotel Map – will be relevant when we go to breakout sessions
•Parking Lot / Questions
•Evaluation at the end
•PD hours
•Materials
•Staff introduced
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

5. Why Are We Here? (OUTCOMES)
Understand your partnership with the National Board
Resource Center (NBRC)
Gain an understanding of NBPTS
Outline Ethical Guidelines for the PD program
Clarify the PD Team roles & responsibilities
Establish the foundation of the PD program
(How will you manage and sustain your cohort?)
Identify how the NB cohort will impact your students,
school and district
Debbie 5
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

6. How Did We Get Here? Engaging School Teams
Administrator leadership and commitment
Motivated teachers and/or counselors
Shared commonality that will have a positive impact on the school/district
Pre-registering cohorts –commitment
District Financial commitment
Applying for the Illinois NB $1,900 Candidate Fee Subsidy
Apply to NBPTS and pay the $75 registration fee (per year)
Debbie Spreadsheet slide with information about how the money is spent?
School teams based on: administrator leadership and commitment, 10 or more teachers/counselors that share a commonality that will have a positive impact on the school/district.
Elaborate on teachers – motivated – change? 6
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

7. ACCESS TO ELECTRONIC COPIES HTTP://NBRC.ILLINOISSTATE.EDU/
Handouts
ACCESS TO ELECTRONIC COPIES
Debbie
Review folder
The following will be used throughout the day:
1.Glossary – handout - website
2.School group excel sheet —can manipulate list on the electronic copy. – hard copies in main folder - website
3.Communication Update handout - website
4.PD planning notes - website
5.Team roles & responsibilities - website
6.Guidelines for ethical candidate support - website
7.Partnership agreement – website
8.Powerpoint for May training
9.Each school will have materials to bring home with them. You won’t need them during the day today. 7
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8. Illinois Support System for National Board Candidates8
SUPPORT FOR ALL CANDIDATES
NATIONAL BOARD PROFESSIONAL DEVELOPMENT SCHOOL COHORTS
Debbie
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

9. Illinois NB Support System9
National Board Professional Development Schools
Face-to-Face Candidate Cohort Facilitators (CCFs)
Online/Virtual Candidate Cohort Facilitators (CCFs)
CCF Leaders
Local Coordinators
NBPTS Network
Readers
Leadership Team
Design Team
Online workshops
Debbie
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

10. Illinois NB Support System10
ISBE- funded $1900 subsidy for candidates
12 two-hour Cohort Sessions over a school year
Cohorts consist of at least 10 candidates
Online readers offered
Candidates complete Component 1 & Component 3
All cohorts are facilitated by trained NBCT facilitators
Debbie
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

11. Face-to-Face Candidate Support11
TRADITIONAL
Face to face cohorts are organized regionally throughout the state.
Sessions are geographically based.
Facilitated by trained NBCTs.
Include teachers from many schools and districts.
Different certificates are represented.
Candidates focus on their own work.
Readers are provided.
Materials provided .
12 two hour sessions.
Debbie
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12. Online (Virtual) Candidate Support12
Additional Support:
Deferred C#2 and C#4
Retakes
Renewal
Online cohorts are organized to provide support to candidates throughout the state.
Online cohort support is offered through a university platform.
Facilitated by trained NBCTs.
Include teachers from many schools and districts.
Different certificates are represented.
12 two hour sessions.
Candidates focus on their own work.
Readers are provided (FY18).
Debbie
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

13. NB Professional Development School Teams
Supporting cohorts
Debbie
Teams will work together to support the cohort. Today’s activities will help to outline what that support will look like. 13
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

14. NB Professional Development Schools14
Consist of at least 10 teachers in the same school, district. Sessions are locally based.
National Board Professional Development school cohorts are organized around a commonality in order to impact students, school, district.
A specially trained NBCT facilitator, a teacher liaison and an administrator are part of the team supporting the professional development cohort with ongoing communication.
Online readers are provided.
Focus on school based learning by completing NB components & includes conversation, reflection to prepare for the teacher evaluation.
NB Facilitators meet monthly online as a leadership community to plan sessions and problem solve.
Team Training & Materials are provided for 12 two hour sessions.
Three year support for year one and year two cohorts (funding availability).
FY17 ‘new’ cohorts will pay a fee for the NB professional development support.
Debbie
Pilot and Fee for Service
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

15. FINANCIAL INVESTMENTS
ISBE COMMITMENT
SCHOOL/DISTRICT COMMITMENT
NBRC COMMITMENT
TEACHER COMMITMENT
$1,900 per teacher
PD cohort member-10% of the District Instructional Spending per Student.
Match district funds
$75 per teacher
Est. $1,900 x 10 teachers =$19,000
ATLAS-valued at $3,000 for two years

16. National Board Information16
NATIONAL BOARD VISION
WHERE CAN I FIND OUT MORE ABOUT NB?
NATIONAL BOARD COMPONENTS
5 CORE PROPOSITIONS
ARCHITECTURE OF ACCOMPLISHED TEACHING
Debbie
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

17. Shifts with National Board17
Make accomplished teaching more visible
Make Board certification more accessible and relevant
Increase NBCT leadership opportunities
and impact
Debbie
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

18. Great teaching must be the norm, not the exception
Build a Pipeline to Accomplished Teaching and Board certification through National Board Professional Development Schools 18
Make Board certification more
accessible and relevant
Debbie
Great teaching must be the norm, not the exception
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

19. National Board Online Resources19
LINK FOR CANDIDATES & FACILITATORS
CERTIFICATE AREAS
COMPONENT INSTRUCTIONS
CERTIFICATE SPECIFIC STANDARDS
LINK FOR FACILITATORS
POWER POINT WITH NEW INFORMATION
RECRUITMENT VIDEOS AND DOCUMENTS
CANDIDATE INFORMATION
POLICIES
Debbie
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20. NATIONAL BOARD TEACHER CERTIFICATION
The National Board Process Includes Four Components
Anna 20
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21. NB Professional Development Schools What will your journey look like?
C2: Differentiation in Instruction
C3: Teaching Practice and Learning Environment
Anna
NBRC will be supporting 2 components per year. We will be supporting Components 1 and 3 this year. Let’s take a closer look at these 2 components.
C1: Content Knowledge
C4: Effective and Reflective Practitioner
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22. Component 3: Teaching Practice & Learning Environment22
Teachers/counselors will:
Describe, analyze & reflect on videos of teaching/counseling practice, succinctly explaining the evidence supporting instructional decisions
Describe students’ abilities & set learning goals, giving rationale for instructional decisions
Focus on using knowledge of individual students to promote engagement and a positive learning environment
Reflect on lessons to set new learning goals to impact student growth and achievement
Anna
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23. Component 1: Content Knowledge23
Teachers/Counselors will:
Demonstrate knowledge of pedagogical practices for teaching in a specific content area or for counseling
Demonstrate knowledge of developmentally appropriate content necessary for teaching/counseling across the full age range and ability levels of the certificate area
Complete constructed response exercises and selected response items
Anna
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24. Anna – brief – summarize information listed below
Studying the Five Core Propositions and the Standards
Knowing and understanding the Five Core Propositions and the Standards for each certificate area, and for each component within an area, form the foundation of the NB process as teachers/counselors collect and analyze evidence of their accomplished teaching practice.
The National Board Five Core Propositions and the Standards developed for each certificate area should guide each stage of your portfolio development process by
•providing a framework to help you collect the most relevant evidence of your accomplished teaching practice;
•helping you focus your analysis of and writing about that practice;
•enhancing your understanding of how the portfolio entries will be scored by National Board assessors.
The Five Core Propositions describe the core characteristics of an accomplished teacher and are at the heart of the evaluation embodied in the National Board Certification process.
The characteristics described in The Propositions define the knowledge, skills, dispositions, and commitments of accomplished teachers—commitment to students and their learning, knowledge of both the subjects they teach and how to teach those subjects, responsibility for managing and monitoring student learning, systematic consideration of their practice and readiness to learn from experience, and membership within learning communities.
GENERAL PORTFOLIO INSTRUCTIONS All Certificate Areas Components 2 and 3
The National Board Standards are a reflection of the Five Core Propositions. The Standards detail specific knowledge, skills, and attitudes that define accomplished practice, illustrate the ways in which professional judgment is reflected in action, and describe how knowledge, skills, and attitudes could be adapted in a variety of settings. You will submit evidence to demonstrate aspects of accomplished teaching practice identified with the Standards. Understanding how the Standards are reflected in your day-to-day practice is key to developing a successful portfolio.
Sets of Standards are developed for each of the specific certificate areas, and each component of a certificate area is based on a subset of these Standards. When you begin to review each component of your certificate area, you will find that these groupings of Standards define and frame what will be assessed by that component.
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

25. Enhanced Architecture of Accomplished Teaching
Using the AAT when a member of a cohort or PLC: 4a,4d,4e,4f
Enhanced Architecture of Accomplished Teaching
START HERE:
ASSESSMENT OF STUDENTS
Who are they?
Where are they now?
What do they need and
when do they need it?
Where should I begin?
Domain 1 – Planning & Preparation
1b – Knowledge of students
1f – Designing Student Assessment
Domain 1 – Planning & Preparation
1a,1b,1c,1d,1e
Set new high and worthwhile goals that are appropriate for these students at this time.
Reflect on student learning, the effectiveness of instructional design, particular concerns and issues.
Domain 4
4a Reflecting
on Teaching
Domain 1 – Planning & Preparation
1a,1b,1c,1d,1e
Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals.
Domain 3 –
Instruction
3a, 3b, 3c, 3d,3e
Set high, worthwhile goals appropriate for these students, at this time, in this setting
Anna – brief – summarize information below – both sides of placemat
The context for the cohort is built around conversations using NBPTS standards and the AAT. They will have the placemat in their folder.
•The mindset for the cohort conversations is built around the standards for each of the 24 certificate area describing what accomplished teachers should know and are able to do. Teachers need to show evidence of their practice as spelled out in the standards. There are commonalities among the standards.
•As teachers or candidates talk, write about their students and their practice, The Architecture of Accomplished teaching gives teachers an approach to show how they not only differentiate instruction, but also systematically examine their practice. Using the AAT, you get a way of thinking in your head that promotes thinking about the urgency of what is done everyday in the classroom. It prompts teachers to ask themselves constantly, “How did I know that was an effective strategy?, Did I meet the needs of all students in this lesson, what can I do differently tomorrow…Where’s the evidence?”
•You’ll note that this visual also includes the Danielson Framework Domains to show you how Danielson is naturally integrated into the ongoing discussions about practice. As Debbie mentioned earlier, in the cohort the facilitators won’t be teaching the Danielson Framework or the common core, but when teachers discuss their students and teaching decisions, they will be encouraged to give justification for their teaching decisions grounded in what they know about their students and the curriculum.
•This visual represents how to systematically describe, analyze and reflect on a lesson. The student(s) are always the starting point for the lesson. Teachers are constantly collecting information valuable information and resorting about each child. Every lesson and lesson series gives us more information and evidence about what our students know and how they learn.
• You should be able to justify your information about the students that leads into the next step of creating high worthwhile goals at this point in time.
What do they need to learn at this point in time? How do you know this?
• Since you know your content, you can justify why this learning is important at this point in time and can set reasonable goals for what this student or group
needs to learn next. What do you want them to be able to do or learn as a result of this lesson? How will you know they’ve learned it or can do it?
What measurable evidence will tell you this? This is often a very tricky part of this process. Most teachers come out of this experience more accomplished
at selecting more specific goals for their students because goals need to be aligned with student knowledge and they have to justify their decisions, giving specific evidence.
•You’ll be doing informal assessment as you teach the lesson and giving feedback to students, again based upon what you know about them as learners.
•After the lesson, you analyze and reflect on the lesson in relation to the goals for the lesson. What did you learn about your students that will help you optimize the next lessons or help you differentiate more precisely for this student or group? Next, you create new goals based upon what you learned about these students.
• The nature of the conversations happening in the cohorts should lead to all candidates discussing their teaching in a way that it is safe to ask one another questions like how do you know that works for a particular child? Or why did you create that particular goal? Or why did you decide to use that approach at any particular time?
•As a result of using this mindset, the conversations revolve around teaching decisions, not the personality of the teacher, teaching style or what participants liked or didn’t like about a lesson. This elevates the conversation and presses educators to focus on evidence of student performance.
Evaluate student learning in light of the goals and the instruction.
Implement instruction designed to attain these goals.
Domain 2 – Classroom Environment - 2a, 2b,2c,2d
Domain 3 – Instruction – 3a, 3b,3d,3e
Domain 1 – Planning & Preparation- 1d
Domain 3 – Instruction – 3d 25
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26. COHORT WORKS TOWARD A COMMON GOAL………..
…….IMPACT STUDENT LEARNING
Anna Update with Waukegan photo, Debbie!
Reavis—request that cohorts send photo
The cohort is always focused on student impact. The work today will be focused on creating cohort/school/district goals that are driven by the needs of the students.
Waukegan 26
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27. HOW DO WE MAKE IT ALL WORK?
Keys to Cohort Success 27
HOW DO WE MAKE IT ALL WORK?
Cohort Culture
Professional Conversations
Explicit Goal Setting
Lori
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28. Arc of Pebbles How does it stay together?28
Arc of Pebbles
How does it stay together?
What would happen if you removed a pebble?
Lori
How does the arc stay together?
- Each pebble is supported by the pebbles around it.
-The pebbles are working together.
What would happen if you removed a pebble?
-The structure (arc) would fall apart.
How is this like a cohort?
-All members of a cohort support each other and work together. If you remove a member of the cohort, the cohort may fall apart.
-This should lead to the idea of interdependence.
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29. Culture of the Cohort (aka Norms)29
Shared Goal – impact students & improve practice
Professional Conversations
Open up practice
Take Risks (growth mindset)
Ask questions of each other (inquiry)
Request Evidence
Preparation
Trust (not evaluative)
Interdependence
Lori will model these norms for the group today
Collaborative Norms are important to creating & maintaining the culture of your cohort. What we wanted to put forth to you is that these norms are creating and supporting a safe zone.
What do we mean by a safe zone? It starts with the common understanding that the goal of our work together is improvement of teaching practice. Truly we are operating from a growth mindset.
Improvement of teaching practice happens when everyone feels safe and opens up about their practice.
When an individual opens up about their practice, this can be a big risk for many people. When people feels the stakes are high or they feels unsafe they won’t take that risk. They will be fearful and stay quiet and practice can not move. Our work depends on teacher’s being open about practice.
Taking risks is what we want our cohort to do. A safe zone is a place where I can take risks. It might be sharing a video, or student work or my lesson plan or just asking a question.
A safe zone is a places where we ask questions of each other. We have so much to learn and give each other. Setting that expectation can help the cohort own the work.
For your work, evidence is key. We need to keep this focus & request evidence as we push practice.
Preparation is essential to using time well. If the perception is that only some are ready and the “usual” people are not—this is not conducive to the safety needed as part of moving practice and often ends up dividing a group into factions.
The mindset is that -it’s improvement not evaluation—Don’t blur these lines.
As the year unfolds, the difference between this professional development experience and others the participants may have is that the facilitator’s role shifts as the participants grow in their ability to articulate their teaching practice by using the Architecture of Accomplished Teaching, central to the National Board process. We’ll expect that the sessions become a conversation where everyone expects to be “active” in sharing and reflecting on their teaching. As the year progresses, the participants (candidates) may initiate conversations, help determine session agendas and otherwise shape the session. There is a gradual evolution as the year unfolds.
Connect these norms to today’s work as well: Which ones do you think pertain to our time together today? Let participants answer and then elaborate or add to the discussion.
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

30. INTERDEPENDENCE 30 Lori First Image:
Being in a cohort requires a balance between an individual’s self-interest (my success) and the best interest of the group (cohort success).
Second Image:
Several Heads are better than one. Candidates in a cohort have a higher success rate than those who complete National Board Certification on their own. There are benefits to being in a cohort, but with those benefits come responsibilities (to the group).
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31. TRUST – A Balancing Act 31 Lori
When you take the time to build the norms together establishing the culture of the group —you are building trust between all.
No group/organization can be effective without trust.
Trust—is at the core of your work to develop as a leader.
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32. Losing TRUST 32
Lori
It takes only a moment—When the say doesn’t match the Do.
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33. Building & Keeping TRUST33
Lori
How do you build and maintain trust???? What you say matches what you do. Simple and not so simple..
Remember a cohort is a relationship and like all relationships it can be repaired.
Remember when I trust—I risk—when I trust—I open my practice—when I trust I grow!!
As you build your norms/your culture—
remember it is more than a group of agreed upon behaviors
—remember honesty is a foundation for trust
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

34. BREAKOUT SESSIONS Cottonwood: National Board Facilitators with Lori34
Cottonwood: National Board Facilitators with Lori
Hickory Grove: Teacher Liaisons with Anna
Evergreen: Administrators with Debbie
Lori Rooms? Debbie, add the room names on the slide Time frame of one hour
Tell them to take their folders but they can leave their laptops… Staff will guard.
We will lead people to the breakouts.
Lunch will be served at 12:15 in the big room where we started today.
During breakout session – component 4 directions won’t be out yet is discussed
Breakout folder includes:
1.Notes for Breakout sessions
2.NBRC multi year support plan
3.Maintenance of certification
4.Ethical support
5.Roles & responsibilities
6.PD planning notes
7.Communication Update
8.Must Read Document
9.Brochure
10.Incentives across the country
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35. Team Activities Review your candidate list and make corrections35
Review your candidate list and make corrections
Discussions about the nature of your cohort –
Commonalities
Connection to district goals
How will cohort members impact school / district initiatives?
What is unique about these cohort members?
Reflect on ways to build /maintain a cohort of 10 teachers
FY18 PD School List
Team Activities
Debbie during lunch they will go over their lists
They need 10 in a cohort. The optimal number of candidates should be 10 per cohort.
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36. AGENDA What’s next? 36 Debbie
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37. QUICK REVIEW NB Guidelines for Ethical Candidate Support37
NB Guidelines for Ethical Candidate Support
Professional Development Hours (PDHs)
Candidates requesting to withdraw
Partnership Agreement (NB Facilitator & Candidate)
Roles and Responsibilities
NB Professional Development School/District Team-Planning Notes
Maintenance of Certificate
Debbie
We want to make sure we summarized what each of the breakout groups discussed (same thing)
Roles for various team members were clarified.
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

38. Administrator Responsibilities
Communicate with Teacher Liaison, NBCT Facilitator
Connect the NBPTS cohort goals to district goals
Provide resources – location, copying…. & Problem solve as needed
Be present during the sessions as a learner, supporter & participant (minimum 1 session per semester)
Monitor amount of additional work given to cohort members
Ensure that all teachers attend sessions & submit the entry by May 2017
Consider the future of the cohort (lead the charge) –
How will the cohort look in years?
Inform the district about the cohort
Debbie 38
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39. Teacher Liaison Responsibilities
Complete the Communication Update after each session
Communicate at least monthly with administrator
Communicate with NBCT facilitator as needed
Get feedback from candidates
Help distribute materials / resources
Help arrange details like location, food, copying
Complete all responsibilities of the candidates
Anna
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40. NBCT Facilitator Responsibilities
Communicate with Teacher Liaison, Administrator
Facilitate all sessions based upon NBRC support
Get feedback from candidates
Provide resources
Keep group focused on goals
Communicate with NBRC
Address ethical issues
Emphasize that candidates “own” the process ( Candidates are responsible for calling teach or ing NBPTS with questions)
Lori 40
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41. What values are essential to build a successful Leadership Team?41
Jot down (on Post-its) 3 -4 values you think are essential for an effective team
Put those Post-its aside
We’ll get back to them later in the session
What values are essential to build a successful Leadership Team?
Lori
They do this individually and save it until after the Venn diagram activity
One value per Post-it!
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

42. Venn Diagram National Board Facilitator Administrator Teacher Liaison
Lori
They draw a Venn diagram demonstrating how their roles intersect. The idea here is to have each team member explain their roles to one another then discuss and bullet the ways their roles overlap.
We may consider having them add post-it notes with one – two words on each listing what they value in their role, or a key attribute that may be a guiding idea or norm for the group.
Resources to use: Go back to information from breakout session
Go to team planning sheet
Teacher Liaison 42
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43. Team Roles & Responsibilities43
Lori
Example from a High School that is moving into its 3rd year as a PD school. We take this one step further to have them add the post-it notes they wrote earlier for essential values.
Each team member shares the essential values, gives rationale and team discusses. Do you see commonalities in values?
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

44. CREATING SCHOOL CHANGE
Cohort Goal Setting 44
CREATING SCHOOL CHANGE
Anna
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45. Characteristics of High-Quality Professional Development :45
Alignment with school goals, state & district standards & assessments, & other professional learning activities including formative teacher evaluation
Focus on core content & modeling of teaching strategies for the content
Inclusion of opportunities for active learning of new teaching strategies
Provision of opportunities for collaboration among teachers
Inclusion of embedded follow-up and continuous feedback
Characteristics of High-Quality Professional Development :
Anna
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46. The Why Behind Goal Setting46
Abundant research and school evidence suggest that setting (common) goals may be the most significant act in the entire school improvement process, greatly increasing the odds of success.” Mike Schmoker
What DOES provide results for improving instruction & raising levels of achievement? A team of teachers meeting regularly – and continuously- to design, test and then adjust their lessons & strategies in light of their results.
Anna
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

47. Rationale for Time Spent on Goal Setting47
DuFour, DuFour, & Eaker (2008) wrote,
“One of the most pressing questions a school must consider as it attempts to build the collaborative culture of a PLC is not, ‘Do we collaborate?’ but rather, ‘What do we collaborate about?’” (p. 28). A lack of clarity on intended results is a barrier to growth and continuous improvement in schools.
Anna
A bigger goal than just achieving NBC
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48. Part 1: Reflect On Your Goal48
Revisit the Impact Statement written by your cohort
How has your thinking changed about the goal?
How does this goal become integrated into the cohort sessions during the year?
Part 1: Reflect On Your Goal
Anna
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49. Impact Statement 49
Anna process for applying, revisit to make sure it reflects what we want to accomplish affirm or revise incorporate into work--living goal that drives the work-- Revisit the impact statement up to 10 minutes
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50. Anna 50
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51. Consider student needs in your school/district
Share individual thoughts with team members
Collaboratively craft a cohort goal that positively impacts teaching and learning and is directly connected to the candidates’ work with students
Part 2:
Revise Your Goal

52. Step One (5 minutes)
After revisiting the Impact Statement, individually and silently, write down your thoughts about student needs in your school/district.

53. Step Two (Nine Minutes, Total)
In three, 3-minute rounds (one minute to present, two minutes for questions), each member of the team will present to the team what s/he has written.
Once his/her thoughts have been presented, the other two team members may ask clarifying questions of the presenter.

54. Step Three (15 minutes)
Keeping in mind each team member’s perceptions of student needs, as a team, craft a goal for the cohort.
If you are not in the school or district

55. Step Four (10 minutes)
Revisit and reflect on the goal and ask these questions:
Has each member’s input been honored?
Is the goal achievable by the cohort?
Will the goal have impact on student learning?
Does the goal directly connect to teachers’ classroom work?
Is the goal measurable? If so, what evidence is needed?

56. Step Five
Write the agreed upon goal on a poster, and present the goal to the other teams, providing your rationale, along with how you expect it to impact students and connect to teachers’ classroom work (what they know and are able to do).
Gallery Walk with warm and cool feedback for the groups. Go back to the poster and consider the comments and revise (if needed). 2 minutes at each poster (10 minutes plus 5 for revision/discussion)

57. Directly connect cohort work with impact on students in the school
Goal(s):
Directly connect cohort work with impact on students in the school
Lori blank goal sheet for each member of the group.
Add the goal to the sheet so everyone has the goal to take home with them.
CCF could go into the sheet and type in the goal to prepare for meetings. 57
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58. Cohort members reflect on the session together
Any cohort member can take notes for the group
Teacher Liaison uses this form to share what’s happening in the cohort with the administrator
Lori 58
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59. Be Sure to Reflect on: Students Teaching Lori59
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61. Team Planning LOGISTICAL PLANNING PROBLEM SOLVING QUESTIONS61
LOGISTICAL PLANNING
PROBLEM SOLVING
QUESTIONS
MEMORANDUM OF UNDERSTANDING
CONTRACTS
SCENARIOS
Debbie
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

62. Team Planning 62
Clarify roles & responsibilities for each member of your team
Develop a skeleton timeline for your cohort
Outline how you will communicate with one another, determine how candidates will communicate with each of you as needed
Determine how you will manage resources & logistics
Determine how you will share the responsibility of having all participants sign the Memorandum of Understanding by the end of October
Debbie
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

63. Stabilizing & Developing Capacity
Logistics
Creating the Climate
Stabilizing & Developing Capacity
Sustaining Change
Cohort may consist of teachers/counselors from multiple schools in a district
Cohort teachers/counselors have commonalities. Examples: elementary, all high school, like subject but may be from several different schools
Cohort teachers/counselors are all from the same school, resulting in a change in the school culture
NBCT facilitator may come from outside the school district
NBCT facilitator is selected from NBCTs in the district or school
NBCT facilitator is a teacher/counselor in the school where the cohort meets & works with the cohort over multiple years
Administrator or other team member is trying to find teachers/counselors to become candidates (participants in the cohort)
Administrator, Teacher Liaison maintain a waiting list for the cohort – actively talking with potential candidates throughout the school year
Personalized school cohort for the future – planning ahead for those who completed National Board & for those beginning the process
Administrator is assigned to the cohort rather than initiating the cohort or administrator changes frequently
Administrator protects the cohort time to prevent other district requirements from interference with the PD sessions, helps provide location, resources for sessions, attends cohort sessions at least twice yearly
Administrator understands their role & projects into the future to plan for the cohort – awareness meetings, waiting list for cohort, regular updates to other staff members about the cohort & its impact on school/district
Administrator oversees multiple cohorts
Administrator supports one cohort
Administrator and cohort are school based
Team members and teachers/counselors are learning their roles & responsibilities in starting a cohort
Team members understand their roles and begin to adjust responsibilities according to the needs of the cohort
Team members reflect on ways to increase the efficiency of logistical details for the cohort in advance, planning for multiple years
Team may need prompting to complete application packet for PD cohort; one person may complete all forms
PD application packet is completed through team work including all new participants (candidates)
PD application packet is complete without prompting, all materials submitted on time
Cohort sessions are scheduled throughout the school year, but may not coordinate with district PD scheduling
Cohort sessions are scheduled during the year to coordinate with existing district scheduling
Options for scheduling of PD sessions may include after school, during school on release days or district PD days
Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

64. Scenario 1 64
A couple of candidates routinely arrive late to cohort sessions and because they have missed information, ask questions that have already been addressed. The NB facilitator feels obligated to answer their questions (so she does), which makes the rest of the candidates frustrated since they feel their time is being wasted.
How should this be addressed?
Who is primarily responsible for addressing this?
How will the other members of the team support
him/her?
Lori/Anna
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

65. Scenario 2 65
A candidate s the NB facilitator indicating that she wants to withdraw from National Board candidacy due to personal reasons. The NB facilitator forwards the to the Administrator and he responds by saying that he can’t make her continue so if she wants to withdraw, there is nothing he can do. The NB facilitator knows that the candidate has completed at least part of a Component, and feels that she should re-consider withdrawing.
How should this be addressed?
Who is primarily responsible for addressing this?
How will the other members of the team support
him/her?
Lori/Anna
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

66. Scenario 3 66
Despite repeated requests by the NB facilitator for candidates to bring in a video to share, some candidates still have not done this. When she asks them why they don’t have a video, they claim that they didn’t have time, they are still working out the logistics of taping or the lesson they want to video is part of a future unit. The NB facilitator is concerned that these candidates are procrastinating and are going to fall behind in the process. It is also affecting her ability to plan for sessions.
How should this be addressed?
Who is primarily responsible for addressing this?
How will the other members of the team support
him/her?
Lori/Anna
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

67. Important Dates to Add to Your Calendar:67
Team reviews the cohort meeting dates
Team determines dates when the administrator will attend the cohort sessions
Team attends the National Board PD School Symposium
June 7, 2018
Important
Dates to
Add to Your
Calendar:
Debbie
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

68. Questions?
Debbie
Pull from parking lot questions and ask for others Insert Thank you slide after Questions 68
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.

70. EVALUATION ISBE FORMS (PD HOURS) RECYCLE NAME TAGS
We need your input! 70
EVALUATION
ISBE FORMS (PD HOURS)
RECYCLE NAME TAGS
Debbie
Explain the purpose of the evaluation – to determine next steps for support
Copyright ©2016 National Board Resource Center at Illinois State University. All rights reserved.